Relevant bibliographies by topics / Cabri

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Cabri'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Cabri"

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Handayani, Iin. "EFEKTIFITAS MODEL PEMBELAJARAN DISCOVERY LEARNING DENGAN THINK-TALK-WRITE (TTW) DENGAN BERBANTU CABRI II PLUS 1.4 DAN ALAT PERAGA TERHADAP HASIL BELAJAR SISWA PADA MATERI SEGITIGA DAN SEGI EMPAT KELAS VII." AKSIOMA 7, no. 2 (June 8, 2017): 41. http://dx.doi.org/10.26877/aks.v7i2.1418.

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Penelitian ini dilatarbelakangi karena proses pembelajaran matematika, guru masih menggunakan model pembelajaran yang konvensional yang cenderung membuat suasana kelas monoton, membosankan dan kurang menarik untuk itu model pembelajaran Discovery Learning dengan berbantu Cabri II Plus 1.4 dan alat peraga dan model pembelajaran Think-Talk-Write (TTW) dengan berbantu Cabri II Plus 1.4 dan alat peraga sangat diperlukan. Penelitian ini adalah kuantitatif dengan menggunakan teknik cluster random sampling. Data diperoleh dari uji post-test dengan soal uraian. Desain penelitian yang digunakan adalah quasi eksperiment. Berdasarkan analisa dari perhitungan ANAVA diperoleh nilai Fhitung > Ftabel, maka terdapat perbedaan dari hasil belajar siswa yang menggunakan model pembelajaran Discovery Learning dengan berbantu Cabri II Plus 1.4 dan alat peraga, model pembelajaran Think-Talk-Write (TTW) dengan berbantu Cabri II Plus 1.4 dan alat peraga dan model pembelajaran konvensional. Dari perhitungan uji t dua pihak diperoleh , jadi tidak ada perbedaan hasil belajar siswa yang menggunakan model pembelajaran Discovery Learning dengan berbantu Cabri II Plus 1.4 dan alat peraga dan model pembelajaran Think-Talk-Write (TTW) dengan berbantu Cabri II Plus 1.4 dan alat peraga. Dari perhitungan uji t satu pihak kanan diperoleh thitung > ttabel, maka hasil belajar siswa yang menggunakan model pembelajaran Discovery Learning dengan berbantu Cabri II Plus 1.4 dan alat peraga dan model pembelajaran Think-Talk-Write (TTW) dengan berbantu Cabri II Plus 1.4 dan alat peraga lebih baik dari pada model pembelajaran konvensional. Sehingga dapat disimpulkan bahwa model pembelajaran Discovery Learning dengan berbantu Cabri II Plus 1.4 dan alat peraga dan model pembelajaran Think-Talk-Write (TTW) dengan berbantu Cabri II Plus 1.4 dan alat peraga efektif diterapkan pada materi Segitiga dan Segi Empat siswa kelas VII.
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Peraldi, Michel. "Le cabri farci." La pensée de midi N° 13, no. 3 (December 1, 2004): 80. http://dx.doi.org/10.3917/lpm.013.0080.

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Saputra, Paulus Roy. "Pembelajaran Geometri Berbantuan Geogebra dan Cabri Ditinjau dari Prestasi Belajar, Berpikir Kreatif dan Self-Efficacy." PYTHAGORAS: Jurnal Pendidikan Matematika 11, no. 1 (June 10, 2016): 59. http://dx.doi.org/10.21831/pg.v11i1.9680.

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Penelitian ini bertujuan untuk mendeskripsikan dan membandingkan keefektifan pembelajaran geometri berbantuan Cabri dan pembelajaran geometri berbantuan Geogebra ditinjau dari prestasi belajar, berpikir kreatif, dan self-efficacy siswa SMP. Penelitian ini adalah penelitian eksperimen semu desain pretest-posttest non equivalent group design. Penelitian ini menggunakan dua kelompok eksperimen tanpa kelompok kontrol. Populasi penelitian ini mencakup seluruh siswa kelas VII SMP Santa Maria Banjarmasin. Sampel terdiri dari dua kelas, yaitu kelas VIIA dan kelas VIIB yang dipilih secara acak. Kelas VIIA menggunakan pembelajaran geometri berbantuan Cabri dan kelas VIIB menggunakan pembelajaran geometri berbantuan Geogebra. Hasil penelitian ini menunjukkan bahwa ditinjau dari prestasi belajar, berpikir kreatif, dan self-efficacy siswa (1) pembelajaran geometri berbantuan Cabri efektif; (2) pembelajaran geometri berbantuan Geogebra efektif; (3) terdapat perbedaan keefektifan pembelajaran geometri berbantuan Geogebra dan Cabri; (4) pembelajaran geometri berbantuan Geogebra lebih efektif dari pada pembelajaran geometri berbantuan Cabri.Kata Kunci: Cabri, Geogebra, prestasi belajar, berpikir kreatif, dan self-efficacy Geometry Instruction Using Cabri and Geogebra in Terms of Achievement, Creative Thinking, and Self-Efficacy AbstractThis study aimed to describe and to compare the effectiveness geometry instruction using Cabri and Geogebra in terms of the achievement, creative thinking, and self-efficacy of the students junior high schools. This research was a quasi-experimental research with the pretest-posttest non-equivalent group design. This study used two experimental groups without control groups. The population of the study was all grade VII students of Junior High School Saint Mary Banjarmasin. The sample of two classes (class VIIA, and class VIIB) was established randomly. Class VIIA got geometry instruction with Cabri and class VIIB got geometry instruction with Geogebra. The results show that in terms of students’ academic achievement, creative thinking, and self-efficacy: (1) geometry instruction using by Cabri was effective; (2) geometry instruction using by Geogebra was effective; (3) there was a difference in the instruction using Cabri and that using Geogebra; (4) geometry instruction using Geogebra was more effective than geometry instruction using Cabri.Keywords: Cabri, Geogebra, academic achievement, creative thinking, and self – efficacy
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Chevalier, V., S. Mirotta, J. Guillot, and B. Biard. "The CABRI fast neutron Hodoscope: Renovation, qualification program and first results following the experimental reactor restart." EPJ Web of Conferences 170 (2018): 04003. http://dx.doi.org/10.1051/epjconf/201817004003.

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The CABRI experimental pulse reactor, located at the Cadarache nuclear research center, southern France, is devoted to the study of Reactivity Initiated Accidents (RIA). For the purpose of the CABRI International Program (CIP), managed and funded by IRSN, in the framework of an OECD/NEA agreement, a huge renovation of the facility has been conducted since 2003. The Cabri Water Loop was then installed to ensure prototypical Pressurized Water Reactor (PWR) conditions for testing irradiated fuel rods. The hodoscope installed in the CABRI reactor is a unique online fuel motion monitoring system, operated by IRSN and dedicated to the measurement of the fast neutrons emitted by the tested rod during the power pulse. It is one of the distinctive features of the CABRI reactor facility, which is operated by CEA. The system is able to determine the fuel motion, if any, with a time resolution of 1 ms and a spatial resolution of 3 mm. The hodoscope equipment has been upgraded as well during the CABRI facility renovation. This paper presents the main outcomes achieved with the hodoscope since October 2015, date of the first criticality of the CABRI reactor in its new Cabri Water Loop configuration. Results obtained during reactor commissioning phase functioning, either in steady-state mode (at low and high power, up to 23 MW) or in transient mode (start-up, possibly beyond 20 GW), are discussed.
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Adirakasiwi, Alpha Galih, and Attin Warmi. "PENGGUNAAN SOFTWARE CABRI 3D DALAM PEMBELAJARAN MATEMATIKA UPAYA MENINGKATKAN KEMAMPUAN VISUALISASI SPASIAL MATEMATIS SISWA." JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya 3, no. 1 (May 31, 2018): 28. http://dx.doi.org/10.24269/js.v3i1.972.

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The purpose of this study was to improve the mathematical spatial visualization ability of SMK (vocational high school) students through learning with Cabri 3D software on space geometry material. The study used quasi experimental method with posttest control group design. Experiments were conducted in two classes each used learning with Cabri 3D software, and conventional learning. The population used in this study was the students of class XI TKJ 2 SMK Rosma with 30 students as samples. Data collection techniques used in this study included spatial visualization ability test, the observation of students dan teachers’ activities, and students’ response questionnaire to learning with Cabri 3D software. The results of data analysis showed that learning used Cabri 3D software provided an improvement to the ability of mathematical spatial visualization on space geometry material. Learning with 3D cabri software had a positive impact between students’ activities and students' mathematical spatial visualization.
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Warkentin, Tom, Sabine Banniza, and Albert Vandenberg. "CDC Cabri desi chickpea." Canadian Journal of Plant Science 85, no. 4 (October 1, 2005): 905–6. http://dx.doi.org/10.4141/p04-186.

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CDC Cabri, a desi chickpea (Cicer arietinum L.) cultivar, was released in 2003 by the Crop Development Centre, University of Saskatchewan for distribution to Select seed growers in western Canada through the Variety Release Program of the Saskatchewan Pulse Growers. CDC Cabri has a pinnate leaf type, fair ascochyta blight [Ascochyta rabiei (Pass.) Labr.] resistance, medium maturity, large, plump seeds with tan coloured seed coat and good yielding ability in the Brown and Dark Brown soil zones of the Canadian prairies. Key words: Chickpea, Cicer arietinum L., cultivar description, ascochyta blight
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Chen, T. T., J. E. Dutrizac, and J. L. Jambor. "THE CABRI ISSUE: PREFACE." Canadian Mineralogist 40, no. 2 (April 1, 2002): 273–76. http://dx.doi.org/10.2113/gscanmin.40.2.273.

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Maulana, Ilham, Saluky Saluky, and Muhammad Ali Misri. "Pengaruh Penggunaan Software Cabri 3D Terhadap Minat dan Hasil Belajar Matematika pada Pokok Bahasan Bangun Ruang." ITEJ (Information Technology Engineering Journals) 2, no. 1 (July 31, 2017): 26–35. http://dx.doi.org/10.24235/itej.v2i1.14.

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Advances in technology and information can not be separated from the scope of human life including in education. The quality of education will increase as technology completes education because education will grow in harmony with the development of the world. Therefore, it is necessary to hold learning using technology-based learning media, especially computers. Efforts to use instructional media in the classroom is to use the 3D Cabri Software. This study aims to: 1) To determine the student response to the use of 3D Cabri Software on the subject of wake up space. 2) To know interest and learning result of learning on the subject matter of waking up. 3) To find out how much influence the use of 3D Cabri Software to interest and learning outcomes on the subject of wake up space. Cabri 3D Software is a software geometry that is used for visualization and development of reason to build three-dimensional space, it is expected to be the main capital for learners in improving the intelligence of reasoning and visual spatial. The method used in this research is quantitative method with before-after type with purposive sampling sampling technique. The results showed that: 1) Student response to the use of 3D Cabri software has an average of 67% with good category 2) There is influence of the use of 3D Cabri Software to interest and learning result seen from t test, that is t calculate for learning interest equal to 10,600 And t arithmetic for learning result equal to 10,146 and t table equal to 2,048, then t count > from t table. The interpretation is that there is a significant influence on students' interest and learning outcomes. Student learning outcomes increased as seen from the mean score before using the 3D Cabri software obtained 77.38 and the mean score after using the 3D Cabri software was obtained 82.86. While interest in student learning increased seen from the change of questionnaire of student interest before and after that is equal to 4%. Based on this, the 3D Cabri Software is very feasible and helps to serve as a medium in learning mathematics.
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Rahadyan, Andri, and Halimatussa'diah. "Penerapan Dynamic Software Geogebra Dan Cabri 3D Dalam Pembelajaran Matematika." Jurnal Pemikiran dan Penelitian Pendidikan Matematika (JP3M) 2, no. 2 (January 22, 2020): 154–72. http://dx.doi.org/10.36765/jp3m.v2i2.34.

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This study aims to elaborate on the dynamic software GeoGebra and Cabri 3D in mathematics learning. The research method used is library research. This study uses the documentation method for collecting the data. The data analysis technique is content analysis. The results of this research are the collaboration of GeoGebra and Cabri 3D dynamic software as dynamic software with various features that can be used in mathematics learning to explore, visualize, and construct mathematical concepts and can be a tool in improving the quality of learning. GeoGebra has more features than Cabri 3D as it can explore the concepts of algebra, 2D geometry, 3D geometry, calculus, matrices, vectors, and statistics. Cabri 3D can only be used to explore the concepts of 2D geometry and 3D geometry.
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Marlena, Leni, and Esti Ambar Nugrheni. "Probit Regression Analysis in Estimating the Effect of Learning Assisted by Cabri 3D on Students' Mathematical Understanding Ability." Al-Jabar : Jurnal Pendidikan Matematika 10, no. 2 (December 18, 2019): 319–26. http://dx.doi.org/10.24042/ajpm.v10i2.4729.

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Social connection requires each individual to have a strong understanding of the environment. Concept understanding can be improved through software. The goal of this research is to predict the effect of mathematics learning using Cabri 3D software. The dependent variable is the mathematics concept of understanding ability. The independent variable is the dummy variable that determines the type of the class. The value of the dummy variable for the class that applied the Problem-based Learning (PBL) assisted by Cabri 3D is 1 and the value of the dummy variable for class without Cabri 3D is 0. Students' mathematics ability was measured by a percentage or probability. The values of the mathematical concept understanding obtained by students were converted into probability values. After the data has been collected, probit regression analysis was used to see the probability of success of mathematical concepts understanding of those who were taught using PBL and those who were taught without using PBL without Cabri 3D. The results of data analysis showed that the types of classes significantly affect the mathematical concept of understanding ability. Thus, it can be concluded that learning with Cabri 3D can improve the mathematical concept of understanding ability.
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Dissertations / Theses on the topic "Cabri"

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Baulac, Yves. "Un micromonde de géométrie : Cabri-géomètre." Phd thesis, Grenoble 1, 1990. http://tel.archives-ouvertes.fr/tel-00336438.

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Cette thèse présente Cabri-géomètre, un logiciel d'aide à l'enseignement de la géométrie. Cabri-géomètre est un cahier de brouillon interactif, un micromonde qui permet de construire et d'explorer les figures de la géométrie euclidienne plane. Il est notamment possible de modifier la position des objets dits quelconques et de voir évoluer la figure en temps réel. Toutes les actions sur la figure se font par manipulation directe (en les désignant avec une souris) des objets impliques. Le terme de micromonde recouvre les environnements d'apprentissage dans lesquels l'apprenant construit lui-même ses connaissances en expérimentant et en étudiant les phénomènes du domaine. Dans une première partie, nous présentons quelques généralités sur l'enseignement intelligemment assiste par ordinateur, les tendances de recherche et la place de cabri-géomètre sur l'éventail des réalisations actuelles. Dans une deuxième partie, nous exposons les spécifications de ce micromonde en insistant notamment sur les problèmes rencontres lors de la définition des interfaces et de la représentation informatique de la structure logique des figures de géométrie
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Baulac, Yves Laborde Jean-Marie Mossière Jacques Trilling Laurent. "Un micromonde de géométrie Cabri-géomètre /." S.l. : Université Grenoble 1, 2008. http://tel.archives-ouvertes.fr/tel-00336438.

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Costa, David Antonio da. "O estudo dos frisos no ambiente informatizado Cabri-Géomètre." Pontifícia Universidade Católica de São Paulo, 2005. https://tede2.pucsp.br/handle/handle/10889.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico
This research intends to develop an approaching about some geometrical transformations in the Euclidean plane beginning with the frieze patterns in an artistic dimension. The goal was to verify in which measure the use of Dynamic Geometry Software Cabri Géomètre II contributed to articulate and give meaning to the concepts of translations, reflection and rotation. The Tool-Object Dialetic, in accordance with Régine Douady, were used on the activities development. The methodology followed some steps in the Didactical Engineering. The subjects were the high school students in a public school in the city of Santos. We concluded from the students productions that the introduction of the frieze patterns in the didactical sequence helped the articulation among the different geometrical transformation contributing to a high quality step forward in the purpose shown in relation to the mainly concepts of them.
O trabalho pretende fazer um estudo de algumas transformações geométricas no plano Euclidiano a partir da dimensão artística dos frisos (faixas). O objetivo visado foi verificar em que medida o uso dos frisos com a ajuda do software de geometria dinâmica Cabri-Géomètre-II contribui para articular e dar significado aos conceitos de translação, simetria axial e simetria central. A Dialética Ferramenta-Objeto de Régine Douady foi utilizada na concepção das atividades. A metodologia utilizada seguiu algumas etapas da engenharia didática. Os sujeitos foram alunos de 1º ano do Ensino Médio de uma escola pública de Santos. Pudemos constatar nas análises feitas a partir das produções dos alunos que a introdução dos frisos na seqüência didática, favoreceu a articulação entre as diferentes transformações geométricas contribuindo dessa forma para um salto qualitativo nas justificativas apresentadas em relação aos principais conceitos das transformações.
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Qasem, Safwan. "Conception et réalisation d'une interface 3D pour Cabri-géomètre." Université Joseph Fourier (Grenoble), 1997. http://www.theses.fr/1997GRE10299.

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La geometrie dans l'espace est souvent percue par un apprenant et quelquefois par son enseignant comme plus difficile d'acces que la geometrie plane. Une raison forte en est probablement que la distance entre une figure geometrique et sa representation dessinee est plus grande quand il s'agit de geometrie dans l'espace, plutot que de geometrie plane. Dans cette these, on s'interesse aux principes de conception et de realisation d'un environnement informatique d'apprentissage pour la geometrie dans l'espace, concu comme un micromonde en manipulation directe dans la philosophie de cabri-geometre. Ce travail a donne lieu a la realisation de cabri-3d, un prototype de micromonde d'apprentissage de la geometrie dans l'espace. Apres une presentation du concept de micromonde d'apprentissage, nous mettons en evidence l'importance du type d'interaction entre l'utilisateur et l'environnement dans le processus de construction des connaissances chez un apprenant. Nous presentons par la suite le concept de manipulation directe et d'engagement direct et leur role dans l'exploration du domaine de connaissances. La mise en uvre des principes de manipulation directe et d'engagement direct dans un micromonde d'apprentissage, embarque des connaissances liees autant au domaine (la geometrie 3d) qu'au fonctionnement de l'utilisateur, eleve et/ou enseignant. Apres une analyse des principales questions regissant les rapports entre representation interne (idealement proche de la figure 3d) et representation a l'interface, on propose quelques solutions pour la realisation d'un environnement informatique d'apprentissage humain de geometrie dans l'espace. Nous montrons que l'exploitation des possibilites d'animation et de graphisme, offertes par l'environnement informatique, peut favoriser et faciliter l'utilisation du dessin pour l'exploration de figures geometriques dans un environnement d'apprentissage. Les propositions faites sont fortement marquees par les concepts de manipulation directe et d'engagement direct. Enfin, nous decrivons la mise en uvre du prototype de cabri-3d fonde sur la notion de modele d'agents autonomes et reactifs. Nous presentons la particularisation de ces modeles, dedies aux systemes interactifs, pour la representation et la manipulation des objets et des figures de geometrie dans l'espace.
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Erfjord, Ingvald. "Teachers' implementation and orchestration of Cabri-use in mathematics teaching /." Kristiansand : University of Agder, Faculty of engineering and science, 2008. http://www.uia.no/no/portaler/aktuelt/nyhetsarkivet/disputas_dataverktoey.

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Martins, Vera Lúcia de Oliveira Ferreira. "Atribuindo significado ao seno e cosseno utilizando o software Cabri-Géomètre." Pontifícia Universidade Católica de São Paulo, 2003. https://tede2.pucsp.br/handle/handle/11234.

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The objective of this work is to introduce the concepts of sine and cosine in a coordinated form, starting from right-angled triangles, passing through the trigonometric cycle and ending with the graphs of the corresponding functions, aiming to provide conditions which would enable students to attribute meaning to these concepts. To this end, a teaching sequence comprised of seven activities was devised as a means to investigate whether students of the 2nd year of Ensino Médio (High School), who had already studied trigonometry of the right-angled triangles and the trigonometric cycle, would use this knowledge, during the teaching sequence and with the help of the software Cabri-Géomètre, in the construction of graphs of the sine and cosine functions. The design and analysis of the teaching sequence is based on elements of the tool-object dialectic and the notion of the interaction between frameworks of Régine Douady. The activities were administered to a group of 16 students from a state school in the centre of the city of São Paulo during the year of 2002. In the problem-solving processes developed to solve the proposed questions and through the results obtained, the software Cabri-Géomètre demonstrated its efficiency, helping the students to associate the concepts already studied with respect to the right-angled triangle and the trigonometric cycle with the sine and cosine functions. The results also indicated that the majority of students perceived that the sine and cosine studied in the case of right-angled triangle do not differ from those studied in relation to the trigonometric cycle and, moreover, that the sine-curve and cosine-curve provide accurate portrayals of these concepts
O objetivo deste trabalho é introduzir o conceito de seno e cosseno de forma coordenada, partindo do triângulo retângulo, passando pelo ciclo trigonométrico e finalizando com os gráficos das funções correspondentes, tentando propiciar aos alunos, condições para atribuir significado a tais conceitos. Para isto foi elaborada uma seqüência didática composta de sete atividades, com intuito de investigar se alunos do 2° ano do ensino médio, que já trabalharam com trigonometria no triângulo retângulo e no ciclo trigonométrico, possam, por meio dela e com auxílio do software Cabri-Géomètre, utilizar estes conhecimentos, na construção dos gráficos das funções seno e cosseno. A elaboração e análise da seqüência de ensino, apoiam-se em elementos da dialética ferramenta-objeto e na noção de interação entre domínios, de Régine Douady. A aplicação das atividades ocorreu no ano de 2002 em uma escola da rede estadual de ensino, da região central da cidade de São Paulo. O grupo participante era composto por 16 alunos. No decorrer da resolução das questões propostas e pelos resultados obtidos verificou-se que, o software Cabri-Géomètre se mostrou bastante eficaz, auxiliando os alunos a associar os conceitos já estudados no triângulo retângulo e no ciclo trigonométrico, com as funções seno e cosseno. Os resultados obtidos também apontam que, a maioria dos alunos percebeu que o seno e o cosseno estudados no triângulo retângulo não diferem daqueles estudados no ciclo trigonométrico, e mais, que a senóide e a cossenóide retratam fielmente estes conceitos
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Araújo, Ivanildo Basílio de. "Uma abordagem para a prova com construções geométricas e Cabri-géomètre." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/11243.

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This study, inserted in the theme of the use of digital teachnologies within Mathematics Education, discusses the teaching and learning of proof. It aims to investigate an approach to proof in geometry with its basis in geometrical constructions using the software Cabri-Géomètre. With this aim in mind, a teaching experiment involving students from the 7th grade of school from the public school system of the state of São Paulo was conducted. The experiment was carried out in two phases: the design phase and the analysis phase. In the design phase, three sets of activities were created and tested, two involved use of the dynamic geometry software, will the thirds was paper and pencil based. The dynamic geometry activities were inspired by Mascheroni´s geometry of the compass. During the analysis phase, Balacheff´s notions related to types of proof produced by students (pragmatic and conceptual) were employed (BALACHEFF, 1987, 1988). Through the medium of the dynamic geometry activities, the study sought to explore not only the impact of the dynamism but also how the availability of different tools for the solution of the same problem influenced students´ strategies and thinking. The activities drew from the possibilities associated with geometrical constructions, in terms of aspects inductive and deductive proofs as well as movements between these two poles. Results points to how the use of Cabri encouraged students to at least give attention to empirical verifications of geometrical proprieties within the constructed figures, but may also have contributed to the tendency to focus more on constructions and descriptions than on justifications. Another notable result relates to students´ difficulties with the notion of robust construction, indicating that the screen of Cabri is frequently confused with the paper and pencil environment
Este trabalho, inserido na temática do uso de tecnologias digitais, discute o ensino e aprendizagem da prova. O objetivo é investigar uma abordagem para a prova em geometria, tomando por objeto de estudo as construções geométricas no ambiente do Cabri-Géomètre. A fim de alcançar o objetivo proposto, foi elaborado um experimento de ensino envolvendo estudantes de uma 7ª série da rede pública estadual de São Paulo. Este experimento foi formado por duas fases, o design e a análise das atividades. Na fase de design, foram criados e aplicados três conjuntos de atividades, sendo um deles fora do ambiente do Cabri. As atividades tinham como uma inspiração a geometria do compasso (MASCHERONI, 1980). Para a fase de análise, buscou-se apoio na teoria de Balacheff (1987,1988) sobre as categorias de provas produzidas pelos aprendizes: pragmáticas e conceituais. Por meio das atividades desenvolvidas com o Cabri, além dos aspectos dinâmicos deste software, procurou-se explorar os diferentes tipos de ferramentas para a resolução de um mesmo problema proposto. Enfatizou-se, em grande parte das tarefas com construções geométricas, não apenas os aspectos indutivo e dedutivo das provas, mas também possíveis movimentos do primeiro rumo ao segundo. Um dos principais resultados obtidos aponta que o Cabri é bastante sugestivo aos aprendizes no sentido de que tende a facilitar as verificações empíricas de propriedades geométricas nas figuras e, além disso, em grande medida, se centram mais nas tarefas de construções e descrição que nas de justificativas. Outro resultado importante diz respeito às dificuldades dos aprendizes com a noção de construção robusta, indicando que a tela do Cabri é confundida, muitas vezes com o ambiente do lápis e papel
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Baudon, Olivier. "Cabri-graphes : un cahier de brouillon interactif pour la théorie des graphes." Phd thesis, Université de Grenoble, 1990. http://tel.archives-ouvertes.fr/tel-00648847.

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Baudon, Olivier Laborde Jean-Marie. "Cabri-graphes un cahier de brouillon interactif pour la théorie des graphes /." S.l. : Université Grenoble 1, 2008. http://tel.archives-ouvertes.fr/tel-00338380.

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Almeida, Talita Carvalho Silva de. "Sólidos arquimedianos e Cabri 3D: um estudo de truncaturas baseadas no renascimento." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/11454.

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This research aims to revisit the mathematical object Archimedean Solids through their constructions on the environment of Dynamic Geometry Cabri 3D. Thus, the research question was: Can the mathematical object Solids Archimedean be rescued as the object of education for the Basic School using the environment as habitat Dynamic Geometry Cabri 3D? To investigate processes of construction for these solid, we resort to a bibliographic developed based on material already prepared, consisting of books and scientific articles. The theoretical framework was based on the Theory of Didactic Transposition to promote the relationship between the epistemological analysis and didactic analysis, while identifying characteristics that determine the survival of the Archimedean Solids mathematical object as the object of education, and the theory of Register of Representation Semiotics of Duval (1995), to identify and analyze the register mobilized for the construction of solid as well as highlight treatments and conversions made. The methodological choice for literature contributed to the achievement of the desired goal, since it allowed us to find a mathematical procedure performed by Renaissance to obtain Archimedean from cut edges of Platonic solids. The analysis of the constructions helped us realize that the only figural treatments are not sufficient for the construction of the Archimedean solids in Cabri 3D, it is necessary to mobilize a record discursive support for the cut-off points on Platonic solids can be found. Accordingly, we find that Cabri 3D was confirmed as a habitat for the study of Archimedean Solids, because recognized as an object all the knowledge that determine the existence of mathematical object as an object of education
O presente trabalho tem como objetivo revisitar o objeto matemático Sólidos Arquimedianos por meio de suas construções no ambiente de Geometria Dinâmica Cabri 3D. Assim, a pergunta de pesquisa foi: o objeto matemático Sólidos Arquimedianos pode ser resgatado como objeto de ensino para a Escola Básica, utilizando como habitat o ambiente de Geometria Dinâmica Cabri 3D? Para investigar processos de construção para esses sólidos, recorremos a um estudo bibliográfico desenvolvido com base em material já elaborado, constituídos principalmente de livros e artigos científicos. O referencial teórico baseou-se na Transposição Didática e na Problemática Ecológica de Yves Chevallard (1991), para promover a articulação entre a análise epistemológica e a análise didática, além de apontar características outras que determinam a sobrevivência do objeto matemático Sólidos Arquimedianos enquanto objeto de ensino, e na teoria dos Registros de Representação Semiótica de Duval (1995), para identificar e analisar quais os registros mobilizados para a construção desses sólidos, bem como evidenciar os tratamentos e conversões efetuados. A escolha metodológica pela pesquisa bibliográfica contribuiu para o alcance do objetivo desejado, visto que nos permitiu encontrar um procedimento matemático realizado por renascentistas para a obtenção de arquimedianos a partir de cortes nas arestas de sólidos platônicos. As análises das construções realizadas ajudaram a perceber que os tratamentos apenas figurais não são suficientes para a construção dos Sólidos Arquimedianos no Cabri 3D, faz-se necessário mobilizar um registro discursivo suporte para que os pontos de corte em sólidos platônicos possam ser encontrados. Nesse sentido, constatamos que o Cabri 3D se confirmou como um habitat para o estudo dos Sólidos Arquimedianos, na medida em reconheceu como objeto todos os saberes que determinam a existência desse objeto matemático enquanto objeto de ensino
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Books on the topic "Cabri"

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Le "Kooli" de Morne-Cabri: Roman. Matoury, Guyane: Ibis Rouge Editions, 2007.

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Embse, Charles Vonder. Cabri Jr: Interactive geometry activities and investigations. Dallas, TX: Texas Instruments, 2004.

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Using Cabri Geometry II in key stage 3. Bolton: Chartwell-Yorke, 2002.

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Schumann, Heinz. Discovering geometry with a computer: - using Cabri Géomètre. Bromley, Kent: Chartwell-Bratt, 1994.

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Redden, Edward. Geometrical investigations: A companion for Cabri Geometry II for Windows. Adelaide,SA: Australian Association of Mathematics Teachers, 1997.

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Vincent, Jill. Exploring 2-dimensional space: Cabri geometry II for years 9-12. Brunswick, Vic: The Mathematical Association of Victoria, 1999.

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Baulac, Yves. The interactive geometry notebook. Pacific Grove, Calif: Brooks/Cole, 1992.

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Roiter, Fulvio. Capri. Padova: Biblos Edizioni, 1986.

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De, Seta Cesare. Capri. Torino: ERI Edizioni Rai, 1991.

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Savinio, Alberto. Capri. Milano: Adelphi, 1988.

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Book chapters on the topic "Cabri"

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Thibault, Marie-France, and Robert La Barre. "Some Hyperbolic Geometry with CABRI-Géomètre." In Intelligent Learning Environments: The Case of Geometry, 218–30. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/978-3-642-60927-5_13.

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Dao, M., M. Habib, J. P. Richard, and D. Tallot. "Cabri, an interactive system for graph manipulation." In Graph-Theoretic Concepts in Computer Science, 58–67. Berlin, Heidelberg: Springer Berlin Heidelberg, 1987. http://dx.doi.org/10.1007/3-540-17218-1_49.

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Carbonneaux, Yves, Jean Marie Laborde, and Rafaï Mourad Madani. "CABRI-Graph: A tool for research and teaching in graph theory." In Graph Drawing, 123–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/bfb0021796.

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Laborde, Colette, and Jean-Marie Laborde. "The case of Cabri-géomètre: learning geometry in a computer based environment." In Integrating Information Technology into Education, 95–106. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34842-1_10.

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Möller, Herbert. "A genetic way to conic sections and planetary motion with Cabri-Géomètre." In Information and Communications Technologies in School Mathematics, 107–10. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-0-387-35287-9_13.

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Adams, Peter J. "Café Capri." In How to Talk About Spiritual Encounters, 1–12. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45208-7_1.

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Savill, P. "iTsuga/i Carri�re." In The silviculture of trees used in British forestry, 335–39. Wallingford: CABI, 2019. http://dx.doi.org/10.1079/9781786393920.0335.

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Holze, Rudolf. "Ionic conductance of CaBr2." In Electrochemistry, 753. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-49251-2_715.

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Müller, Peter. "Capri ca. 30 n.Chr." In Sternwarten in Bildern, 8. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-58082-6_4.

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Farooq, Vasim, and Patrick W. Serruys. "Stable coronary disease: medical therapy versus percutaneous coronary intervention versus surgery." In Oxford Textbook of Interventional Cardiology, edited by Simon Redwood, Nick Curzen, and Adrian Banning, 211–34. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198754152.003.0015.

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This chapter describes the use of the Synergy between Percutaneous Coronary Intervention with Taxus and Cardiac Surgery (SYNTAX) trial in reducing uncertainty in the decision between coronary artery bypass surgery (CABG) and percutaneous coronary intervention (PCI) in complex coronary heart disease. Discussing the criticisms of major randomized trials such as the Bypass Angioplasty Revascularization Investigation (BARI) and Coronary Angioplasty versus Bypass Revascularization Investigation (CABRI) trials, the chapter explores the clinical evidence supporting decision-making between medical, percutaneous, and surgical-based revascularization therapy, the increasing requirements for a more individualized assessment of patients undergoing revascularization, and reviews the clinical tools currently available to assist in this decision-making process.
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Conference papers on the topic "Cabri"

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Yamano, Hidemasa, and Yoshiharu Tobita. "Next Generation Safety Analysis Methods for SFRs—(2) Experimental Analyses by SIMMER-III for the Integral Verification of the COMPASS Code on Fuel-Pin Disruption and Low-Energy Disrupted Core Motion." In 17th International Conference on Nuclear Engineering. ASMEDC, 2009. http://dx.doi.org/10.1115/icone17-75462.

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This paper describes experimental analyses using the SIMMER-III computer code, which is a two-dimensional multi-component multi-phase Eulerian fluid-dynamics code. Two topics of key phenomena in core disruptive accidents were presented in this paper: fuel-pin disruption, and low energy disrupted core motion. Related experimental database were reviewed to select appropriate experiments. To analyze the fuel-pin disruption behavior, the CABRI-EFM1 and the CABRI-E7 in-pile experiments were selected. The SIMMER-III calculation was in good agreement with the overall fuel-pin disruption and dispersion behavior, which was characterized by a thermal pin-failure mode, observed in the CABRI-EFM1 experiment. Since the code framework of SIMMER-III cannot treat a mechanical deformation and breakup behavior, the SAS4A code was applied to the CABRI-E7 experiment, where a mechanical pin-failure mode was realized. In this study, such a failure mode was also reasonably simulated. The low-energy disrupted core consists principally of fuel particles and liquid steel (or fuel). Under such a mixture condition, significantly reduced melt penetration length was obtained in the THEFIS out-of-pile experiments. SIMMER-III well simulated the melt freezing and blockage behavior observed in the experiment.
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Vallo, Dusan, and Julia Zahorska. "Geometry software cabri 3D in teaching stereometry." In 2016 IEEE 10th International Conference on Application of Information and Communication Technologies (AICT). IEEE, 2016. http://dx.doi.org/10.1109/icaict.2016.7991805.

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Yamano, Hidemasa, and Yoshiharu Tobita. "R&D of the Next Generation Safety Analysis Methods for Fast Reactors With New Computational Science and Technology: 4 — Experimental Analyses by SIMMER-III for the Integral Verification of COMPASS." In 16th International Conference on Nuclear Engineering. ASMEDC, 2008. http://dx.doi.org/10.1115/icone16-48385.

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This paper describes experimental analyses using the SIMMER-III computer code, which were precedently carried out to give boundary conditions for the integral verification of the new COMPASS code, which is based on MPS method. Two topics of key phenomena in core disruptive accidents were presented in this paper: molten fuel freezing and dispersion; and boiling behavior of molten fuel pool. Related experimental database are reviewed to select appropriate experiments. To analyze the fuel freezing behavior, the GEYSER out-of-pile and the CABRI-EFM1 in-pile experiments were selected. The SIMMER-III calculations were in good agreement with fuel penetration lengths measured in a series of the GEYSER experiments. The fuel freezing behavior in the CABRI-EFM1 experiment was also reasonably simulated by SIMMER-III. The boiling pool consisting principally of molten fuel/steel mixtures is characterized by the heat transfer between fuel and steel. The CABRI-TPA2 experiment has suggested low transient heat flux from fuel to steel due to a steel vapor blanketing around a steel droplet. SIMMER-III well simulated the steel boiling behavior observed in the CABRI-TPA2 experiment by applying reduced heat transfer coefficients between fuel and steel. These experimental analyses by SIMMER-III have also identified key processes to be clarified by mesoscopic simulations using the COMPASS code.
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Ritter, G., O. Gueton, F. Mellier, and D. Beretz. "Neutron commissioning in the new CABRI water loop facility." In 2009 1st International Conference on Advancements in Nuclear Instrumentation, Measurement Methods and their Applications (ANIMMA). IEEE, 2009. http://dx.doi.org/10.1109/animma.2009.5503689.

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Witanto, Yuli. "Learning The Concept Of Cube Using Cabri 3D V2." In Proceedings of the International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UNNES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpeopleunnes-18.2019.31.

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Bernard, Franck, Vincent Chevalier, and Damiano Venanzi. "CABRI Reactor: The fast neutron Hodoscope Calibration curves calculation with MORET." In SNA + MC 2013 - Joint International Conference on Supercomputing in Nuclear Applications + Monte Carlo, edited by D. Caruge, C. Calvin, C. M. Diop, F. Malvagi, and J. C. Trama. Les Ulis, France: EDP Sciences, 2014. http://dx.doi.org/10.1051/snamc/201405127.

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Georgenthum, Vincent, and Christian Bernaudat. "RIA - Rappel des phénomènes et outils de modélisation, futur programme CABRI." In La thermomécanique du crayon combustible. Les Ulis, France: EDP Sciences, 2013. http://dx.doi.org/10.1051/jtsfen/2013lat05.

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Pantera, Laurent, and Oumar Issiaka Traore. "Reproducible data processing research for the CABRI R.I.A. experiments Acoustic Emission signal analysis." In 2015 4th International Conference on Advancements in Nuclear Instrumentation Measurement Methods and their Applications (ANIMMA). IEEE, 2015. http://dx.doi.org/10.1109/animma.2015.7465507.

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Mesa, F., and L. M. Marin. "A CABRI plot generator to describe frequency and time domain properties of SOPTD responses." In EUROCON 2005 - The International Conference on "Computer as a Tool". IEEE, 2005. http://dx.doi.org/10.1109/eurcon.2005.1629915.

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Sukmaningthias, Novika, Ely Susanti, and Zuli Nuraeni. "Development Student Worksheet Based on RME Assisted by Cabri 3D Oriented to Mathematical Connections." In 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.178.

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Reports on the topic "Cabri"

1

Stubbs, T., and T. Heinle. CABRA containment data report. Office of Scientific and Technical Information (OSTI), March 1996. http://dx.doi.org/10.2172/401162.

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Cock, Matthew. CABI Policy and Guidelines for Proper Scientific Conduct in Research. Wallingford: CABI, 2017. http://dx.doi.org/10.1079/cabicomm-11-04.

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Karahan, Pınar, and Nilgün Çağlarırmak Uslu. Kredi Hacmi İle Cari Açık Arasındaki İlişki: Türkiye İçin Dinamik Bir Analiz. EconWorld Workıng Papers, 2016. http://dx.doi.org/10.22440/econworld.wp.2016.007.

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Stanislowski, Joshua, Alexander Azenkeng, Donald McCollor, Kevin Galbreath, Robert Jensen, and Brent Lahr. Coal Ash Behavior in Reducing Environments (CABRE) III Year 6 - Activity 1.10 - Development of a National Center for Hydrogen. Office of Scientific and Technical Information (OSTI), March 2012. http://dx.doi.org/10.2172/1084735.

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Sağ, Kadir Şafak. Eğitim Giderleri Açısından Merkezi Yönetim Bütçesi Mevcut Durum ve Politika Önerileri. İLKE İlim Kültür Eğitim Vakfı, April 2021. http://dx.doi.org/10.26414/pn021.

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Konsolide bütçe olarak isimlendirilen Merkezi Yönetim Bütçesi, devlet idarelerine ait giderleri ifade etmektedir. Merkezi Yönetim Bütçesinin son beş yılına baktığımızda giderler, her zaman bir önceki yılın enflasyonunun üzerinde bir artış göstermiştir. Bu durum, bütçeyi elde eden kamu kurum ve kuruluşları için olumlu olsa da devletin bütçe dengesini bozmaktadır. Bakanlıklar, merkezi yönetim ve çeşitli gelirlerle elde ettikleri bütçelerini; personel giderleri, SGK giderleri, mal ve hizmet alım giderleri, cari transferler ve sermaye giderleri gibi kalemlerde kullanmaktadır. Bakanlıkların bütçeleri karşılaştırılırken maaş ve SGK giderleri dışındaki bütçelerini karşılaştırmak daha sağlıklı olacaktır. Bu doğrultuda, Merkezi Yönetim Bütçesinde en büyük payın eğitime ayrıldığını söylemek mümkündür. Ancak bakanlıkların personel sayılarına ve hizmet verdikleri grubun mevcudu göz önünde bulundurulduğunda, Millî Eğitim Bakanlığı, yaklaşık 1.100.000 personel ve 18 milyonun üzerinde öğrenci sayısı ile doğrudan hizmet ettiği nüfus en yüksek bakanlıktır. Eğitime ilişkin bütçeyi değerlendirdiğimizde; Millî Eğitim Bakanlığı bütçesinin, kamunun bütçesi olan konsolide bütçeye oranla her geçen yıl azaldığı görülmektedir. 2021 bütçesi genel olarak değerlendirildiğinde 2018’den itibaren yoğunlaşan enflasyon baskısı ile salgın krizinin yansımalarının açıkça görüldüğü söylenebilir. Bu çalışmada, Merkezi Yönetim Bütçesi verilerinden hareketle MEB bütçesi incelenmiş ve Türkiye’de eğitimin gelişmesinin önündeki engellerden biri olan eğitim bütçesinin yeniden ele alınması ve eğitimin nitelikli noktalara erişmesi için birtakım somut politika önerileri sunulmuştur.
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CABI Science Report 2017. CABI, July 2018. http://dx.doi.org/10.1079/cabicomm-25-8087.

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MARA-CABI Joint Laboratory: 12 years of achievement. CABI, 2021. http://dx.doi.org/10.1079/cabicomm-62-8148.

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Controlled photomosaic of the MTM 15052 Quadrangle, Capri Chasma region of Mars. US Geological Survey, 1992. http://dx.doi.org/10.3133/i2245.

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Implementing Agri-policies on Pesticide Reduction through Subsidies and Plant Clinics in China - CABI Working Paper 13 (English). CABI, 2019. http://dx.doi.org/10.1079/cabicomm-62-8118.

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Implementing Agri-policies on Pesticide Reduction through Subsidies and Plant Clinics in China - CABI Working Paper 13 (Chinese). CABI, 2019. http://dx.doi.org/10.1079/cabicomm-62-8119.

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